PDF EDLD 502: PHILOSOPHY OF EDUCATION Online Fall 2012

EDLD 502: PHILOSOPHY OF EDUCATION

Online Fall 2012

Instructor: Courtney Stewart, PhD. EDLD Office Number: Room 208 Office Phone Number: 243-5204 courtney.stewart@mso.umt.edu Office Hours: By appointment

Course Text

Ozmon, H. (2012). Philosophical foundations of education. (9th Ed). Upper Saddle River, New Jersey: Merrill Prentice-Hall

Focus of the Course

This course will examine the major systematic philosophies of education and contemporary theories. Knowledge of these philosophies of education and theories of schooling will be applied to the study of current issues and problems in education (aims of education, methods of education, curriculum, and role of the teacher) and to the development of educational policy and practice. The importance of developing a clear and understandable philosophy of education relative to theory and practice will be emphasized.

This class is an online format and will occur from Sept 10 to Nov 18. The class will be broken into 10 weeks. Each week will have a "checking for learning" activity (either a quiz, group discussion, website review, journal article review, current event, or case study)

Utilizing powerpoints, class group discussion, individual written assignments, technology, and other twentyfirst century innovations, students in this course will be exposed to the different philosophies of education.

Course Objectives

Instruction and interaction in this course will address the following knowledge and performance-based standards for students pursuing graduate course work and/or a degreeStudents will be able to: (a) Be aware of the major proponents and sources of the major systematic philosophies of education and theories of contemporary schooling; (b) Communicate the basic premises of the major systematic philosophies of education and theories of contemporary schooling; (c) State the aims of education, methods of education, curriculum, and role of the teacher advocated by each major systematic philosophy of education and theories of contemporary schooling; and (d) Analyze contemporary policy and practice educational issues in light of educational philosophies and theories of education.

Students upon completion of this course should be able to: ISLIC

1. Identify current teaching/educational/faculty proposed

changes and their impact on higher education;

1,2,4

2. Recognize the uniqueness of students and the responsibility

to educated all;

1,2

3. Recognize effective teaching methods

2

4. Discriminate between various effective teaching design

2

3. Recognize internal and external constituents

1,4

6. Compose a response to a contemporary issue in higher education

and successfully defend the stated position.

1

Masters of Education Culminating Portfolio The M.Ed. in Educational Leadership requires a culminating portfolio. As part of this portfolio, students will submit a benchmark assignment from each of the required M.Ed. courses. The benchmark assignment for this course is the Educational Philosophy paper (Assignment #3 in this syllabus)

Scholarly Writing and Student Evaluation Guidelines and Expectations

Quality graduate scholarship requires not only the ability to master the concepts found in literature and research, but also the ability to use this information to integrate knowledge. The opportunity to demonstrate your level of mastery and creativity will often be in the form of a formal research paper. All papers should be subjected to spelling and grammar checks. Papers containing spelling errors and /or grammatical mistakes will not be deemed acceptable. Scholarly writing requires a standardized format for all citations. There are several style manuals that outline and explain the expectations in this area. The most commonly used writing format in the social sciences is found in the Publication Manual of the American Psychological Association (APA), which is available at the UC Bookstore. Read the following list of guidelines and employ them when writing for this class. Papers that do not follow these guidelines will not be accepted.

Include an original title, a title page, and a references list. Do not number the title page. The page numbers should start with the second page of text, numbered "2". Cite references and give credit to all sources. All information that is not commonly known, or your own original conclusion must be cited. Use APA writing Format Use Microsoft word for assignments and upload them to Moodle Use double space and justify only the left margin. Indent every paragraph (this is not a business letter). Request an extension if more time is needed from the professor in an email to Courtney. stewart@umontana.edu Late assignments will be accepted only by prior consent of the instructor. Do not provide an abstract or use a Running Head

Academic Honesty All students must practice academic honesty. Academic misconduct is subject to academic penalty by the course instructor and/or disciplinary sanction by the University. You are required to be familiar with the Student Conduct Code. The Student Conduct Code is available for review online at vpsa/student_conduct.php. Accommodations

I want to be sensitive to any special needs that you may have. If you require some special accommodation or you are uncomfortable with some aspect of this course, I invite you to discuss these matters with me. Students with disabilities may request reasonable modifications by contacting me. The University of Montana assures equal access to instruction through collaboration between students with disabilities, instructors, and Disability Services for Students (DSS). "Reasonable" means the University permits no fundamental alterations of academic standards or retroactive modifications. (For other options see ).

Online Format weekly Assignments- one of the following will be assigned to each session Quiz You will have two attempts to take the quiz. As it is a check for your learning of the session, the intention is not for the grade but for the learning.

Group Discussion Each student will participate (1 original post, 2 replies to others) in a large class discussion forum regarding a prompt from that session's readings and content before the 11:59 pm the last night of the session. No points will be earned for postings occurring after the 11:59 pm deadlines.

Reflection Paper (1page max) Each student will write a reflection paper discussing some topic in relation to the philosophy discussed in that class week. It can be a topic of your choice.

Article Analysis (1page max) Each student will choose one of the provided journal articles and provide a one page maximum review of the article addressing the prompts provided under the article.

Website Review (1 page max) Each student will choose one of provided websites and write a one page maximum review of the website.

Current Event For the identified class sessions, students will post on Moodle an example of a philosophical issue found in a recent journal or newspaper. Please post the link to the article as well as an introduction and reason for selecting it. The purpose of this assignment is to allow the students to develop an awareness of the impact different educational philosophies can have on society. This activity will assist students in developing the skill necessary to develop informed opinions regarding the consumption current media and what philosophical stance they are operating from.

Field Experience Requirements for the Department of Educational Leadership ? Established Fall 2011

Field Experience 10.58.705(g) of the Montana Professional Educator Preparation Program Standards (PEPPS) notes that successful candidates: complete an internship/field experience that provides at least 216 hours of significant opportunities to synthesize and apply the knowledge and practice and develop the skills identified in this rule through substantial,

sustained, standards-based work in real settings, planned and guided cooperatively by the institution and properly administratively endorsed school district personnel for graduate credit.

To address this standard, the Department of Educational Leadership has redesigned field experience expectations for students in either the M.Ed. or Licensure/Endorsement program. These field experience expectations are described on the Department's Website . It is important to note that considerations have been made for students who have gained admittance to the department prior to the Fall 2011 Semester.

The field experience is designed to foster applied learning with best practices for educational leadership. The field experience provides the student with the opportunity to bring together leadership theory and practice in actual organizational environments. Each student is required to secure support from a K-12 administrator who will act as a mentor to the student through the student's field experience in leadership activities.

Course Assignments In addition to the assigned readings, class session check for understanding assignments, and adherence to the Professional Standards for Student Performance (Appendix A), each student will be required to complete the following 3 assignments: NOTE: All assignments should use a Title Page (see Appendix B)

5. Philosopher Presentation: The student will select a philosopher to expand your knowledge of by preparing a presentation for the rest of the class. Select an author from the provided list in this syllabus. Prepare a presentation either through powerpoint, prezi, video, or pdf that can be viewed and shared with the rest of the class online. Creativity is encouraged. DUE SEPT 30

6. Educational Philosophy Paper: The student will write a paper describing his or her educational philosophy and describe which philosophical system they were influenced by and why. State how your educational philosophy was influenced by those philosophies that were stu died and be sure to provide citational support from the text or other materials. In the paper indic ate the educational aims of your philosophy. Also address the educational methods or activities that would adhere to your educational philosophy. Be sure to include the key propone nts of the theories you use as advocating a particular philosophy(ies) and included in your philo sophy. Also provide a critique of the major advantages and disadvantages of the philosophies you have included and what program practices would be associated with your philosophy. DUE NOV 19

7. Final Exam: A comprehensive final exam will be taken online. Available NOV 19-26

Grading Grading for this course is explained below. Specific assignment assessment rubrics can be found in Appendices C.

Unacceptable projects/papers are those that do not meet the requirements of the class assignment They are often papers or parts of papers from other classes or consist of research that that the

writer finds more interesting than the class assignment. Papers that are plagiarized, both by direct copying or a lack of adequate citation, are unacceptable and will be graded accordingly. Pa

pers that are poorly written containing numerous grammatical and/or mechanical errors will not be accepted.

Grades will be determined by the following formula: Points

Total

Class Session Assignments 50

Philosopher Presentation 20 Educational Philosophy Paper 100 Final Exam 30

180

Course grades will be based upon a percentage of the total possible course points: A = 94 100 A = 90 93 B+ = 87 89 B = 79 82

B = 83 86 C+ = 75 78 C = 71 74 Etc. (in 4 point increments) Tentative Class Sessions and Topics*

Dates Sep 10-16 Sep 17-23 Sep 24-30

Session Week 1 Week 2

C lass Topic

R

Assig

eading/ PPT

nments (Due Dates)

Idealism We1ek

Post on Ch. 1 /

Realism

C

R

h. 2/ Week 2

Class Discussion Forum eflection Paper

Eastern

C

Week 3

#1W-3eQekuiz

Take

Philosophy, Religion h. 3/ Week 3

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